Syllabus
The course is allocated a value of 1/1, meaning that students complete 7 lectures and 7 exercises during the semester. The course concludes with an exam.
Topics and content of lectures:
All lectures are conducted in a theoretical form in the lecture hall with a projector.
Lecture 1:
Explanation of the requirements for course completion, clarification of the teamwork system, explanation of the purpose of specific tasks.
Compilation of criteria for evaluating didactic output by the entire group of students.
Systematics of ground game activities.
Ground activities in the Framework Educational Program.
Principle of habituation to contact in school physical education.
Physical, psychological, and social benefits of ground game activities.
Lecture 2:
Utilization of organizational forms and didactic styles in ground game activities.
Common mistakes in didactic output and their prevention.
Principle of applying situations from combat sports in the creation of ground games.
Results of research on the frequency of incorporating ground activities in school physical education.
Lecture 3:
Management of a heterogeneous class.
Vulnerable individuals, types of vulnerability, dealing with specific problem situations.
Compilation of "classroom rules" for physical education classes in the context of incorporating ground activities.
Options for diagnosing problematic behavior, collaboration among teachers.
Lecture 4:
Options for using equipment in ground activities within the habituation to contact principle.
Advantages and dangers of mass ground activities.
Lecture 5:
Specific warm-up for ground activities.
Transfer of preparatory ground activities into daily life.
Biomechanics of falling techniques, principles of didactic sequences.
Lecture 6:
Basics of self-defense - how to teach self-defense when we don't know self-defense.
Explanation of § 29 of the Criminal Code.
Options for educating for the prevention of physical conflicts.
Lecture 7:
Legislative foundations of communication with legal guardians.
Regular communication with legal guardians both inside and outside the school, its setting, and rules.
Diagnostic communication.
Crisis communication in school.
Topics, content, and learning outcomes of practical exercises:
All lessons are conducted in a practical form in areas covered with a soft mat (tatami).
Exercise 1:
Conditioning ground games in pairs inspired by Greco-Roman wrestling, mass ground games.
Learning outcomes:
Students can devise the sequence of activities to respect the habituation to contact principle.
Students can list the basic safety principles for ground activities in a standing position.
Students demonstrate tactical solutions to situations arising during ground activities in a standing position.
Students can devise alternative rules for various levels of participants.
Exercise 2:
Conditioning ground games in pairs on the ground inspired by grappling.
Learning outcomes:
Students can verbally describe when these activities are appropriate and when they are not.
Students can distinguish between dominant and submissive positions, describe these positions, and justify why they belong to the specified category.
Students can incorporate a range of preparatory exercises from the "wrestling gymnastics" into warm-ups, equipping participants for tactical solutions to situations. These solutions are suitable for the basics of self-defense.
Students can describe and demonstrate several techniques from the "sweep" and "guard passing" categories. They can propose appropriate didactic styles to optimize the learning process.
Exercise 3:
Ground games with simple rules (tugs-of-war, pressure games), mass ground games.
Learning outcomes:
Students can create a creative ground game with respect to the intended conditioning effect. These activities can be placed on the continuum of the habituation to contact principle.
Students can adapt a specific activity for different students in relation to a heterogeneous group. They can also suggest an optimal organizational form (groups) and didactic style (with varying difficulty).
Students can suggest a variety of games based on the demands of the external environment.
Exercise 4:
Basic self-defense techniques.
Learning outcomes:
Students can enumerate and justify communication principles in a conflict situation.
Students can verbally describe the values that should be respected with regard to cultural customs in the Czech Republic.
Students can justify the use of the concept of the "personal zone" in addressing physical conflict.
Students can describe and demonstrate the basic hand position and stance that are crucial for the pre-conflict phase. They can also suggest a range of preparatory exercises leading to the adoption of the basic stance.
Students can compile a didactic sequence for a specific strike that is applicable in self-defense.
Exercise 5:
Demonstration of didactic outputs and reflection.
Learning outcomes:
Student groups present a shortened lesson focused on ground activities.
Students demonstrate an appropriate selection of didactic styles and organizational forms in relation to the lesson's defined goal.
Other students provide professional reflection on the presented lesson. Comments and arguments are based on a list of criteria established during the lecture and accepted by the entire group.
Exercise 6:
Demonstration of didactic outputs and reflection.
Learning outcomes:
Student groups present a shortened lesson focused on ground activities.
Students demonstrate an appropriate selection of didactic styles and organizational forms
Annotation
The combat activities provide a simple and varied tool to improve the quality of the physical activity lessons. The content of the Didactics of combat sports course systematically builds on and develops the content of the course combat sports, which students took in the first year of the Bachelor's degree.
The course appeals to the applicability of the combat activities for the creation of training programs of a wide range of focus. The basic line of the topics discussed consists of the areas of tumbling activities included in the School PE curiculum.
During the teaching, emphasis is placed on adapting the difficulty of the exercises depending on the diverse capabilities of the target group (heterogeneous groups or vulnerable individuals). The course frames the use of the activities for the needs of school physical education, or for the further fitness development of practitioners in other sports that work with the contact component of the movement (football, handball, basketball).
The combat activities provide opportunities for the development of initiative and combativeness, control of fear for dealing with contact game situations and improvement of the game potential of players. In non-contact sports, they serve as an opportunity to compensate or diversify the training routine.
Students in the course have significant input into the selection of lesson content after considering the relevance to their future careers.